K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
Text/Resources to be Used (Optional):
N/A
Rationale:
Young children often learn to "recite" the alphabet and their numbers without truly understanding that the letters or numbers are distinct items in a series (e.g., preschoolers who think that "lmno" is the letter after "k"). Many children can rote count if they begin at 1, or recite the alphabet from a, but cannot do the same task if they begin with other than the first number or letter in the series.
Directions:
Administer this assessment 1:1 with students. Estimated time for assessment: Under 1 minute per student.
Sit with student -- have your recording sheet ready with student name and grade. Direct student to count by 1s, starting with the number 1. When student makes an error in counting (repeating a number, skipping a number, or pausing for longer than 3 seconds), circle the last number correctly stated, date it, and write the error the student made above the next number.
Circle the last correct number in the tested series, on the recording sheet. Date this number, and write error made above next number in the series. Reassess using same recording sheet, re-dating and noting errors (use a different color pen for each assessment window). File recording sheet when task is mastered (see GLE).
Analysis:
Use errors to determine instructional focus:
Examples:
Children who get stuck at 12 ("teens" are language rule-breakers - some K curricula address the "teens" as a separate math unit)
Overgeneralization: "98-99-tendy-tendy 1- tendy 2..." (another language issue - shows understanding of the math concept, but overgeneralization of the naming rules)
Skipping numbers (sometimes an attention issue, sometimes a number sense issue)
Getting stuck going from one decade to the next (decade transition errors)
Here's a great article on "Difficulties Children Face When Learning to Count" that gives excellent background information on the learning that goes into rote counting and counting collections (the latter of which is not addressed with this formative assessment)
Topic or Focus:
Rote countingSubject:
MathematicsLevel:
Pre-K through Grade 2 (see skills trace in the standards, below)Key Standard(s): (from the Common Core State Standards, Mathematics)
Text/Resources to be Used (Optional):
N/ARationale:
Young children often learn to "recite" the alphabet and their numbers without truly understanding that the letters or numbers are distinct items in a series (e.g., preschoolers who think that "lmno" is the letter after "k"). Many children can rote count if they begin at 1, or recite the alphabet from a, but cannot do the same task if they begin with other than the first number or letter in the series.Directions:
Administer this assessment 1:1 with students. Estimated time for assessment: Under 1 minute per student.Sit with student -- have your recording sheet ready with student name and grade. Direct student to count by 1s, starting with the number 1. When student makes an error in counting (repeating a number, skipping a number, or pausing for longer than 3 seconds), circle the last number correctly stated, date it, and write the error the student made above the next number.
K: Use the 1-100 number grid
1: Substitute the 1-200 number grid
2: Use the following suggested assessment progression (do not reassess once students master a particular task):
Use any of the above grids, plus the ones below, for practice or progress monitoring in math groups (grids are from EdNet):
Scoring:
Circle the last correct number in the tested series, on the recording sheet. Date this number, and write error made above next number in the series. Reassess using same recording sheet, re-dating and noting errors (use a different color pen for each assessment window). File recording sheet when task is mastered (see GLE).Analysis:
Use errors to determine instructional focus:Examples:
Here's a great article on "Difficulties Children Face When Learning to Count" that gives excellent background information on the learning that goes into rote counting and counting collections (the latter of which is not addressed with this formative assessment)
Contributor:
Kim M. Bennett, Consultant, Northside Consulting, Hartford, CT